Creative Abilities of Students with Dominant Cognitive Style

Abstract

The article examines the problem of creativity development, taking into account students' cognitive styles. We studied theory assumptions for cognitive styles when providing psychological and educational support for the development of a person's creativity, and presented the analysis of parameters of cognitive styles. We presented arguments that a person’s cognitive style has a set of invariable constituents that manifest themselves in perception, processing, and use of information, as well as in variable ways to use the information space. We revealed the content characteristics of the cognitive style. We found that the majority of participants were characterized by field dependence and integrity and proved that parameters of cognitive styles are interrelated with self-regulation and creativity. In case of field independence and differentiation, the biggest changes were observed in the development of modeling, flexibility and curiosity. Prevailing field dependence and integrity had a positive effect on the development of emotional sensitivity (empathy), intuition and a creative attitude towards a profession. Students with different parameters demonstrated differences in the development of creativity components. The research provides empirical evidence for using psychological and educational support to develop students’ creative abilities. The authors highlighted the possibilities of psychological and educational support for creativity development, taking into account students’ cognitive styles